A report on a research study presented to The Department of Social Work School of Human and Community Development Faculty of Humanities University of Witwatersrand In partial fulfillment of the requirements for the degree Master of Arts in the field of Social Development. March 2016. / Education plays an integral role in human development. It encompasses growth in several dimensions of human well-being. The purpose of this study was to explore factors that are contributing to unsatisfactory performance in Government Schools in the area of Duduza Township, a community in the East rand, Gauteng. Based on the qualitative research conducted, the researcher adopted a multiple case study as a research design. The researcher utilised purposive non-probability sampling in selecting the 15 learners and six key informants. Multiple methods of data collection were used through focus group discussions with learners and individual interviews with key informants. The most important problems that emerged from the thematic content analysis of the discussions included factors in the home environment of learners in that there is lack of parental involvement and motivation. In the school environment, the study showed that challenges were faced due to the usage of English as the medium of instruction, teachers’ discrimination of learners aged 18years and above, condoning or progressing of learners, overcrowding in classes and the usage of inexperienced teachers in critical grades. Furthermore, the study highlighted that one of the community related factors affected learners is their socio-economic background. In view of the study’s findings and conclusions in relation to the factors contributing to unsatisfactory performance in Government Schools, the researcher proposed intervention strategies to be implemented on micro, meso and macro level. In addition, emphasis should be put on revisiting the policy of progressing learners, the improvement of learning outcomes and raising passing grades. A multi-sectoral approach is crucial for all stakeholders comprising of the Department of Basic Education, the Department of Social Development, the school, parents and learners. Measures and recommendations to address the challenges of poor performance have been outlined / GR2017

Thesis (MTech (Environmental Health))--Cape Peninsula University of Technology, 2010 / This study aimed to evaluate the "Antiretroviral Programme" in two informal townships, Du Noon and Doombacht, in the Westem Cape, South Africa. It evaluated how AIDS patients access Antiretroviral Therapy (ART'), their knowledge of ART's efficacy, their adherence to ART as well as their experiences of the quality of service at the Du Noon Clinic. Employing a questionnaire survey among 124 (12%) respondents on ART of the registered 1, 050 clients at the Du Noon Clinic, a systematic sampling of every 9th client (of the 1,050) was done. To generate findings of a qualitative nature, the study also used focus group discussions with a total of 36 AIDS patients on ART (18 of this number were also part of the survey), 11 community health/home-based workers and in-depth interviews with 2 nurses in charge of the rollout programme at the Clinic. Based on the survey results, the study determined that 93% (n=115) of AIDS patients access ART at the Du Noon Clinic, 75% (n=93) of respondents reported to ART adherence and 75% (n=93) displayed an understanding of ART's efficacy. It also revealed that 77% (n=95) of AIDS patients made good comments regarding the quality of service at the Du Noon Clinic. However, 25% (n=31) of AIDS patients were not adhering to ART. A Mann Whitney U test confirmed a significant relationship between the respondents' length of time on ART and the increase in CD4 count (p=0.01). However, AIDS patients who adhered to ART with the same length of time on ART have a higher CD4 count difference (p=0.04). The focus group discussions revealed AIDS patients' experiences of lack of confidentiality at the Du Noon Clinic. In addition, in five of the six focus group discussions, respondents expressed concern over disability grants not being awarded to patients with CD4 counts 200 cells lML and below². Notably, more than half of the respondents have been on treatment for more than one year. The study concluded that ART access is humanizing in the Western Cape and controversial AIDS treatment discourse has not significantly influenced the perceptions of AIDS patients regarding ART's efficacy. A high percentage (75%) of AIDS patients were adhering to ART in Du Noon and Doombacht. Addressing concerns over lack of confidentiality when accessing ART at the Du Noon Clinic, as well as the quest for disability grants within the context of AIDS treatment, could have further improved ART adherence in these communities. The study recommends that monitoring and evaluation (M&E) should involve measuring factors that influence adherence alongside accessibility to ART. Secondly, there should be mechanisms in place to maintain confidentiality in accessing ART as it is with Voluntary

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2014

Thesis (M. Ed. (Educational Studies)) -- University of Limpopo, 2013 / This research was based on the challenges faced by lecturers in the implementation of the National Certificate Vocational (NCV) curriculum at Mopani South East FET College. The common idea was that the new NCV curriculum in South Africa was going to keep abreast of changes with the population. However, the implementation of the NCV curriculum was not as effective as expected. This was demonstrated by the fact that in 2007, numerous students in NCV Level 2, did not manage to progress to the next level. The through-put rate was low in almost all the programmes. Therefore, the researcher was led to believe that lecturers were finding it difficult to implement the new NCV curriculum. In order to explore challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET, the researcher discussed different perspectives of and the rationale for curriculum change and implementation in different parts of the world including South Africa. The curriculum changes and implementation were discussed considering some of the countries, such as Romania, China, Qatar, Saudi Arabia, United States of America (USA), Malawi, Mozambique and South Africa. Scholars have proven that for effective curriculum implementation, there are a number of ideas, which cannot be undermined, especially when there are curriculum changes. It referred to issues, such as the availability of curriculum plans, proper curriculum implementation management and leadership and continuous development of all the implementers. The aim of the study was to explore the challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET College. There were three objectives to this study, Firstly, to establish obstacles, which hindered the implementation of the NCV curriculum, secondly, explore what the causes for these obstacles were, and thirdly, describe the extent, to which these obstacles affected the implementation of NCV curriculum. The challenges faced by lecturers in the implementation of the NCV at Mopani South East FET College were investigated in order to achieve the stated objectives. The findings of this study provided conclusions and implications to NCV curriculum lecturers as well as policy makers; and added a body of knowledge in curriculum implementation. v A qualitative research method was used for the purpose of this study. Interviews and document analyses were used in order to gather information. The findings from this research project focused on four themes a) physical resources; b) student matters; c) staff matters and d) management matters. After considering the findings and results from the interviews and documents analyses, the researcher was convinced that further research could be undertaken in line with the relevant lecturer qualifications, academic and staff development for the FET sector, articulation of the NCV curriculum by businesses, monitoring and evaluation of the NCV curriculum implementation by campus, college management, as well as relevant provincial and national officials. In conclusion, the researcher believes that this study would play a very significant role to assist lecturers teaching or lecturing the NCV programmes, additionally, add to the body of knowledge in curriculum implementation and be of use to policy makers. Eventually, it will assist in bringing the desired expectations by Mopani South East FET College and the Department of Higher Education and Training (DoHET) to fruition.

This study explores the meaning of relevant science in two townships in Cape Town. Reform in science education, both nationally and internationally has placed much emphasis on the fact that science education should be relevant. The research conducted in this study attempts to interpret different dimensions of relevance. This study explores not only how learners make meaning of their everyday lives, but what 'science' they deem to be relevant and worth learning within this context. It acknowledges the important role of teachers in establishing what learners perceive to be relevant. The theory of social constructivism is suited to this investigation, in its recognition of the roles of children's knowledge, purposes, social groups and interactions in learning. The children in this study often have personal lives steeped in poverty, abuse and violence. The curriculum design is also guided by social constructivist theories. However, a second version of constructivism, critical constructivism, is used to frame the second phase of the study. A critical constructivist approach raises questions about the type of knowledge learners interact with. In critical constructivism, science and its methods, the curriculum and the classroom are opened up to critical inquiry. Teachers' knowledge of their learners is used to design science lessons that are more meaningful, relevant and personalised. The individual lessons, as well as the lesson series that are used in this study are designed as examples of relevant science, while the lesson series also serves as a tool to elicit deeper understandings of what learners in this particular context experience as relevant to their lives. Although the main focus of this research is the relevance of using everyday knowledge in the classroom, bringing everyday knowledge into the classroom allows for the inclusion of a number of dimensions of relevance. The different ways in which learners respond to the science lessons in both phases are discussed as five outcomes. The findings of the research show that the essence of a relevant science curriculum lies in a particular design. This design accommodates many dimensions of relevance, such as relevant content, context and purposes. Such as design helps learners to negotiate the difficult border between the formal school environment and the informal home environment. A relevant curriculum acknowledges that science education is more than only science, but also recognises the implications for science curriculum development. This study is part of a larger project which is a comprehensive evaluation of the Primary Science Programme (PSP). The PSP gave the research its full support as the investigation of relevance may have an influence on curriculum design. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Classroom–based assessment, also referred to as continuous assessment (CASS), is a formal and important part of the evaluation of South African learners. The weight attached to CASS varies according to the levels of grades. More importantly, it is only in Grade 12 that CASS marks of all the learning areas or subjects are combined with external summative assessment marks for a decision of awarding a National Senior Certificate. Continuous assessment (CASS) is formative in nature. This implies that learners receive feedback on their performance throughout the year. The feedback learners receive ought to prepare them well for the external summative assessment. If learners have been prepared well for the external summative assessment, we would expect their marks to be consistent with their level of achievement in CASS. However, according to the Department of Education (2003c), having witnessed the first year of CASS implementation in 2001, both national and provincial examination authorities realised that the implementation of CASS was problematic in certain schools. In the analysis of the 2001 and 2002 Senior Certificate examination results by the South African Certification Council (SAFCERT), huge discrepancies were found in certain schools between the raw CASS marks and the adjusted examination marks of the same learners in a number of subjects. The SAFCERT reported that in 2001 a total of 10 182 examination centres supplied CASS marks that were more than 20% above the adjusted examination marks. This document-based study examines the extent of the discrepancies between learners’ CASS marks and the marks they obtained in external summative assessment. It also tentatively suggests possible reasons for the discrepancies. To this end, this study compares scores for CASS marks of English First Additional Language (ENGFAL) to scores for the same learners in the external summative assessment. The documents recording learners’ CASS marks come from four schools in Ilembe District, KwaZulu-Natal. Although my mini thesis focuses on the extent of the discrepancy, my analysis also makes some initial suggestions of some possible reasons for the discrepancies between CASS and external summative assessment marks. These tentative reasons are a lack of teacher knowledge in administering CASS; large classes; the demanding administrative load of teachers; an interest in passing as many learners as possible; not wanting to create tension, especially within small, close-knit communities; and in many cases, generally dysfunctional schools. My main suggestions for addressing the problem of discrepancies include: providing better in-service training for teachers in regard to their knowledge of subject content and assessment practices; making available to teachers an item bank with samples of assessment questions and tasks; encouraging teachers to become active participants of professional teacher organisations; encouraging greater parental participation in informal assessment; and by establishing assessment committees in schools. In addition, the government could appoint more teachers to reduce overcrowded schools and classrooms, fund the establishment of functional libraries, promote and monitor English as a medium of instruction from as early as the Intermediate Phase. / AFRIKAANSE OPSOMMING: ’n Ondersoek van die Teenstrydighede by Punte vir Deurlopende Evaluering en Eksterne Summatiewe Assessering by Engels Eerste Addisionele Taal in Graad12 Deurlopende evaluering (DE) is ʼn formele en belangrike aspek by die evaluering van Suid-Afrikaanse leerders. Die gewig wat aan DE toegeken word, varieer na gelang van die vlakke van die onderskeie grade. Dit is belangrik om daarop te let dat die DE-punte net in Graad 12 by al die leer areas of vakke gekombineer word met eksterne summatiewe assesseringspunte om die toekenning van ʼn Nasionale Senior Sertifikaat te bepaal. Deurlopende evaluering (DE) is formatief van aard. Dit beteken dat leerders gedurende die jaar deurlopend terugvoer ontvang oor hul prestasie. Die terugvoer wat hulle ontvang, is veronderstel om leerders deeglik voor te berei vir die eksterne summatiewe assessering. Indien leerders deeglik voorberei is vir die eksterne summatiewe assessering, sou verwag kan word dat die punt wat hulle behaal by die eksterne summatiewe assessering ooreenstem met die vlak van hul prestasie by DE. Volgens die Departement van Onderwys (2003c) is daar egter na die eerste jaar van die implementering van DE in 2001 deur beide die nasionale en provinsiale eksamenowerhede tot die gevolgtrekking gekom dat die implementering van DE in sommige skole probleme skep. By die analise van die 2001- en 2002-uitslae van die Senior Sertifikaat eksamen deur SAFCERT is groot teenstrydighede by sommige skole opgemerk tussen die onverwerkte DE-punte en die aangepaste eksamen punte van dieselfde leerders in ʼn aantal vakke. SAFCERT het verslag gedoen dat ʼn totaal van 10 182 eksamen sentra in 2001DE-punte verskaf het wat 20% hoër was as die aangepaste eksamen punte. Die doel van hierdie studie is om die omvang van die teenstrydigheid tussen die punte wat leerders tydens DE behaal het en die punte wat hulle in eksterne summatiewe assessering behaal het, te ondersoek. Die studie sal ook tentatiewe voorstelle maak oor die redes vir die teenstrydigheid. Om dit te kan doen, sal ek die DE-uitslae en die uitslae van die eksterne summatiewe assessering van dieselfde leerders vir Engels Eerste Addisionele Taal vergelyk. Die leerders is afkomstig van vier skole in die IIembe Distrik, KwaZulu-Natal. Alhoewel my minitese op die omvang van die teenstrydigheid fokus, bied my analise ‘n paar moontlike oorsake vir die afwyking tussen DE-punte en eksterne summatiewe assessering aan. Dit kan tentatief toegeskryf word aan: ʼn gebrek aan kennis by onderwysers oor die toepassing van DE, groot klasse, die veeleisende administratiewe las op onderwysers, die strewe om soveel as moontlik leerders te laat slaag om nie spanning veral in klein geslote gemeenskappe te veroorsaak nie en oor die algemeen in baie gevalle bloot disfunksionele skole. My belangrikste voorstelle om die probleem van teenstrydighede aan te spreek, is om meer insette aan onderwysers te voorsien om sodoende hul kennis van vakinhoud en assesseringspraktyke uit te brei, om ʼn item bank met voorbeelde van assesseringsvrae en -take beskikbaar te maak, om onderwysers aan te moedig om aktief deel te neem aan professionele onderwyser organisasies, en om groter ouerbetrokkenheid aan te moedig by informele assessering om assesserings komitees in skole tot stand te bring. In aansluiting hierby moet die regering meer onderwysers aanstel om die oorbevolking in skole aan te spreek, die instel van funksionele biblioteke befonds en Engels as ʼn medium van onderrig van so vroeg as die Intermediêre Fase bevorder en monitor.

Thesis (MCom)--Stellenbosch University, 2014. / You will be needing the program SPSS in order to read the .spv files / ENGLISH ABSTRACT: The primary goal of an organisation, in a capitalistic system, is the maximisation of profit. The task of the human resource function in organisations is to affect the work performance of working man to the advantage of the organisation and in a manner that adds value to the organisation. The management of employee wellbeing/psychological health is one of the human resource interventions with which the human resource function pursues this objective. It is imperative for organisations to be aware of, and sensitive to, negative factors in the workplace, such as occupational stress, that influence employees’ health and wellbeing and have a significant effect on job satisfaction and performance (Hamidi & Eivazi, 2010). Prevailing stress levels need to be monitored regularly if escalating stress levels are to be detected in time to prevent serious personal and organisational problems from developing. The Sources of Work Stress Inventory (SWSI) is an instrument developed in South Africa specifically for this purpose (De Bruin & Taylor, 2005). The inappropriate use of occupational stress assessments across genders can seriously jeopardize the extent to which occupational stress assessments, and the decisions based on them, achieve their intended objectives. In order to avoid making widespread generalisations and untested assumptions which will eventually do a disservice to the field of psychology, the absence of measurement bias (i.e. invariance and equivalence) should be demonstrated instead of simply assumed (Van de Vijver & Tanzer, 2004). Establishing the measurement invariance and equivalence of an instrument across groups should be a prerequisite to conducting substantive cross-group comparisons (Dunbar, Theron & Spangenberg, 2011). It is imperative to empirically ascertain whether the instruments that are used are free of cultural, language, gender, age and racial bias, not only because it is prohibited by the Employment Equity Act 55 of 1998, but also as it is in the interest of good workmanship. Bias is indicated as nuisance factors that threaten the validity of cross-group (cultural) comparisons (Van de Vijver & Leung, 1997). These nuisance factors could be due to construct bias, method bias and/or item bias. Due to the importance of the decisions made, it would seem essential that the information provided by test results apply equally across different reference groups. In this study the specific measurement invariance and equivalence sequence of tests set out by Dunbar et al. (2011) was used to answer a sequence of research questions that examine the extent to which the SWSI multi-group measurement model may be considered measurement invariant and equivalent or not, and to determine the source of variance if it existed (Vandenberg & Lance, 2000). Upon investigating the measurement model fit of the SWSI, the results indicated that support was found for the hypotheses that the measurement model fits the data of both gender samples independently. Furthermore, support was found for the configural and weak invariance model. However, due to not meeting the requirements for metric equivalence, partial measurement invariance and equivalence was explored. The SWSI multi-group measurement model met the requirements of partial complete invariance and partial full equivalence, and the non-invariant items were identified in the process. The implications of the results are discussed, limitations are indicated and areas for further research are highlighted. / AFRIKAANSE OPSOMMING: Die kerndoelwit van enige organisasie, veral in ‘n kapitalistiese stelsel, is om optimale wins te genereer. Die taak van die menslike hulpbronbestuurfunksie binne organisasies is om die werksverrigting van die werkende mens te beïnvloed tot voordeel van die organisasie en terselfdetyd waarde tot die organisasie toe te voeg. Die bestuur van ‘n werknemer se welstand / sielkundige gesondheid is een van die menslike hulpbron-iintervensies waarmee die menslike hulpbronfunksie hierdie doelwit nastreef. Dit is uiters belangrik vir organisasies om bewus te wees van, asook sensitief te wees vir, negatiewe faktore soos werkstres, wat werknemers se gesondheid en welsyn beïnvloed en wat 'n beduidende invloed op werkstevredenheid en prestasie het (Hamidi & Eivazi, 2010). Heersende stresvlakke moet gereeld gemonitor word om tydig stygende stresvlakke te bespeur ten einde ernstige persoonlike en organisasieverwante probleme te verhoed. Die Bronne van die Werkstres-inventaris (BWSI) is in Suid-Afrika spesifiek vir hierdie doel ontwikkel (De Bruin & Taylor, 2005). Die ontoepaslike gebruik van werkstresmetings oor geslagte kan egter die mate waartoe beroepstresmetings en die besluite wat daarop gebaseer word hul oogmerke bereik ernstig benadeel. Die afwesigheid van metingsydigheid (bv. invariansie en ekwivalensie) moet dus empiries gedemonstreer word, in stede daarvan dat die afwesigheid daarvan eenvoudig aanvaar word (Van de Vijver & Tanzer, 2004). Die afwesigheid van hierdie informasie kan lei tot wydverspreide veralgemenings en ongetoetsde aannames wat die Sielkunde professie ernstige skade kan berokken. Die meetings-invariansie en -ekwivalensie van 'n instrument oor groepe is 'n voorvereiste vir substantiewe kruis-groepvergelykings (Dunbar, Theron & Spangenberg, 2011). Dit is noodsaaklik om empiries te bepaal of die instrumente wat gebruik is vry is van kulturele-, taal, geslag-, ouderdom- en rasse-sydigheid, nie net omdat dit verbied word deur die Wet op Diensbillikheid 55 van 1998 nie, maar ook omdat dit in die belang van goeie vakmanskap is. Sydigheid is sistermatiese steurnisse wat die geldigheid van die kruis-groep (kulturele) vergelykings (Van de Vijver & Leung, 1997) bedreig. Hierdie steurnisse kan wees as gevolg van konstruk-, metode- en/of itemsydigheid. Gegewe die belangrikheid van die besluite wat geneem word gebaseer op die metings is dit noodsaaklik dat die inligting vergelykbaar oor die verskillende verwysingsgroepe is. Die studie het die stel metingsinvariansie en -ekwivalensie toetse wat deur Dunbar et al. (2011) gebruik om 'n reeks van navorsingsvrae te beantwoord. Daar is ondersoek gestel na die mate waartoe die BWSI multi-groep metingsmodel as invariant of ekwivalent beskou kan word, en die bron van variansie te bepaal as dit sou bestaan (Vandenberg & Lance, 2000). In die ondersoek na die metingsmodel passing van die BWSI, is daar ondersteuning gevind is vir die hipoteses dat die metingsmodel beide van die geslagsteekproewe goed pas. Steun is ook gevind vir die konfigurale en swak invariansie modelle. Aangesien slegs beperkte steun vir metriese ekwivalensie gevind is, is ondersoek na die parsiële metriese invariansie en ekwivalensie ingestel. Die BWSI multi-groep metingsmodel het voldoen aan die vereistes van parsiële volledige invariansie en parsiële volle ekwivalensie, en die nie-invariante items is deur die proses geïdentifiseer. Die implikasies van die resultate word bespreek, beperkinge word aangedui en areas vir verdere navorsing word uitgelig.

The South African government like most governments around the world create public entities to perform functions on its behalf and achieve particular objectives ranging from facilitating investments, delivering services or providing goods and advice. These public entities receive annual funding either whole or in part from the national fiscus and report to parliament through their respective Ministries. In the 2005/6 financial year government funded Umalusi 7, 69 million rands through direct transfer payments from the Department of Education, excluding any indirect payments from other governmental structures. Many public entities, about three hundred and thirty odd or so in South Africa, were promulgated to ensure and improve service delivery to the nation. However, they were not intended to be seen as an extension of their reporting departments. This research work evaluates the effectiveness of Umalusi in the education regulatory system and seeks to find ways to improve public entity effectiveness using the South African Excellence Model (SAEM) as the base tool to measure organisational effectiveness. A brief conclusion to this study is that Umalusi as a public entity, is adequately meeting its intended purpose. This is confirmed through its annual reports having never received a qualified audit since its inception. This research triangulates the results of the South African Excellence Model, the Questionnaire to senior education officials and the Auditors' Reports to confirm that Umalusi is effective as a public entity in the South African regulatory system. / Busniness Management / M.Tech. (Busniness Administration)

No description available.

Changes in Education usually brings along with it problems of curriculum implementation, such as assessment, evaluation and curriculum design. One of the major problems is how learners are going to be assessed for progression and how the teachers are going to adapt to these new approaches. In this research the focus was on the following problems: Are the new assessment criteria met by the facilitator? Can the opinions/ideas and attitudes of facilitators be transformed? Do facilitators understand the new assessment criteria and how to use them? To find out how knowledgeable the educators are on assessment criteria and what the educators average attitudes are towards the new assessment criteria. In the empirical research data was gleaned by means of questionnaires. Thereafter, correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. / Psychology of Education / M.Ed. (Psychology of Education)